ABSTRACT
This chapter describes results from initial studies using the Surveys of Enacted Curriculum and outlines how the survey data and reporting system provide powerful tools to assist educators and evaluators of education in the ongoing effort to improve student performance. It focuses on how the surveys can be used to fill several needs in education evaluation. Educational standards, accountability, and systemic approaches to reform have emerged in the past decade as favored policy tools for promoting world-class public education for all students. A common question raised about self-report surveys with regard to instruction is the validity and accuracy of responses received from teachers about what and how they teach. The analysis of results from the 1999 study using Surveys of Enacted Curriculum showed that curriculum and instruction in math and science differed among states, and the differences were related to the amount of standards-based professional development received by teachers.
